Developing Reusable Learning Objects for Evidence-based Healthcare in a Global Context Professor Heather Wharrad School of Health Sciences University

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1 Developing Reusable Learning Objects for Evidence-based Healthcare in a Global Context Professor Heather Wharrad School of Health Sciences University of Nottingham, UK

2 Outline Background What are RLOs Evidence based design and development Evaluation & impact Design process

3 School of Health Sciences Health e-learning & Media Group (HELM) Design and develop learning resources and tools for healthcare Centre of Excellence for Teaching & Learning in RLOs Collaborations HE, FE, NHS Trusts, charities, institutes, EU & global partners Research& Evaluation in e- Learning

4 RLO growth & topics (200 - released as open educational resources (OER)) RLO Patient Safety User and carer Learning disabilities Communication Health promotion Ethics Clinical Skills Paediatrics Mental health Research methods Sciences Biology Evidence-based practice Time

5 40 RLOs covering EBP topics?

6 Characteristics Evidence-based design (Mayer s work on multimedia learning) Small in size (5-15 minutes) Focused on single issue/learning goal Uses a mix of media Standalone Interactive Designed by communities

7 RLOs: media assets instructional design + activity +assessment + links + interactivity

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9 Development methodology Storyboard workshops Spec Review Develop Review Use & evaluation

10 Stakeholder workshops: building communities of practice Patients & Carers Students Lecturers Clinicians

11 Research : Multiple Benefits of RLOs 1) for student learning enhance student learning, enjoyment and engagement improve exam scores and confidence in practice skills flexibility, accessibility, and ability to allow users to go over material repeatedly - important for healthcare practitioners and students interweaving their learning around busy shifts and demanding courses. (Education & Technology for Health Research Group: Wharrad & Windle 2010; Lymn et al, 2008; Bath-Hextall et al, 2011; Windle et al, 2011; Blake 2010)

12 2) As an educational intervention in healthcare RLOs to first time hearing aid users (n=167) RLO+ group: better knowledge 6 weeks after fitting Practical Hearing Aid Skill Tasks (PHAST); 18 items d=.95 d=.88 d=.65 Highly significant effect of RLO group - total (p<.001) - practical (p<.001) - psychosocial (p<.001) Generally large effect sizes Highly significant effect of RLO group overall (p<. 001) (Ferguson, Wharrad et al 2014)

13 Research : Multiple Benefits of RLOs 3) for disseminating research findings Every death is different - qualitative study (Pollock et al 2014) funded by the Alzheimers Society Findings distilled and disseminated in two RLOs

14 Evaluation & Research Optional 1-2% returned based on comparison with server logs Analysis n=13217

15 Measuring impact: Global feedback from 71 e-learning objects, by region and cluster type (n=13,217 ) July 2013 KEY: Biology Foundations Clinical Skills Evidence Based Practice Pharmacology

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17 Some respondents from South America

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19 n=13000

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21 Users & Carers As a parent, you can easily get lost in the heat of the moment and feel that you are the only one going through this... I would like to see a link to this site for teaching staff at all our schools. ( Hello my name is Tom 2010).. I have been very confused after sitting through lectures with my professor. This just explained VD [volume of distribution] in about 15 minutes. (student - medicinal chemistry at the University of Minnesota 2011) Impact Students Lecturers It was quick and to the point I teach anatomy and physiology and have trouble getting the point of inflammation across (Teacher, San Antonio College, Texas, U.S.A., 23/10/2008) I find statistics difficult to grasp and have always found so-called easy statistical concepts such as sensitivity and specificity difficult. Your programme, with its clear and unambiguous instruction and clear graphics, has revealed all. Yes, it is easy when taught well. I never thought I would ever be able to teach these concepts, but now I can with confidence. (Anaesthetist -University of Sydney, Sensitivity and Specificity RLO 2012) Clinicians

22 Development Methodology

23 Development methodology Storyboard workshops Spec Review Develop Review Use & evaluation

24 Storyboard Storyboarding -is a technique developed in the filming industry - now used much more widely in producing DVD and computer materials

25 Specification form metadata content admin

26 Specification in Powerpoint (notes view) Slide section: graphics, animations Notes section: Text, Instructions

27 Specification using ipad app - imockup Wireframe imockup app 4.99

28 Design some principles/hints

29 Evidence Based Healthcare in global contexts what s your idea for a reusable resource? What s the issue/ learning goal? Keep it focused Miller s Law - 7 ± 2 in working memory -Chunking theory Miller (1956) The Magical Number Seven, Plus or Minus Two: Some Limits on our Capacity for Processing Information

30 Use a theme?. Multiple views (Patient) journey ) Walk through Scenarios/Case studies

31 Beginning.. Capture attention Learning goal/clarify aims Purpose Audience Ownership / belonging /Identification

32 Consider the media Images copyright ; Creative commons licence (handout in pack) Video Animations Reduce Text words per screen; conversational style Consider best media to help users achieve goal

33 Interactivity..

34 Ending/conclusion Self-contained resource Self-assessment Reflection Further work/resources Glossary

35 The Future? 002&type=br112dm25af119747&p=a%20magazine%20is%20an%20i pad%20that%20does%20not%20work%20m4v%20download

36 Workshop Outputs 6 RLO specifications 3 peer reviewed reusable learning objects (RLOs) funding for technical development post-workshop joint authorship open access Virtual networks to sustain links between participants Ideas to pursue funding opportunities for participants to travel between countries to sustain the collaboration

37 Over to you

38 LOAM Footprint Environment (%) Text Audio Images Animation Context Richness Prerequisites Video Interactive elements Inter- Objective Integration activity IMS Learning Design Framework Roles (%) Activity (%) Recipient of information MCQ Navigator Answer Selection Active participant Drag and drop Contributor Text entering Self-assessor Image selection Problem solver Image manipulation Learning Object Pedagogical Attributes Support Feedback Self- Navigation Assessdirectioment Alignment